ABOUT CADIA INSTITUTES & ACADEMIES
WELCOME TO THE HOMEPAGE FOR THE CHEIKH ANTA DIOP INSTITUTE-(CADIA)
CHIEKH ANTA DIOP INTERNATIONAL ACADEMIES
CHARTER UNIVERSITY HIGH SCHOOLS
MESSA AFTER SCHOOL ACADEMY PROJECT
MISSION STATEMENT:
The mission of Cheikh Anta Diop University High School (CADIA – UHS) and the MESSA After School Academy, is to provide an accelerated college preparatory education with a special focus on Language Arts, Literature Science, Mathematics, Music
and Sports.
CADIA students receive a strong foundation in a small school environment while benefiting from the opportunities available on a large public university campus.
The athletic department will feature coaches holding current world records and former world record holders. Youth will initially come from Africa, the Caribbean, and the United States.
(MESSA means Mathematics, English, Science, Sports and Arts)
VISION STATEMENT:
The vision of CADIA-UHS is to provide superior learning opportunities by embracing the best practices in school reform efforts. Teachers and students learn in a technologically rich, project-driven environment. CADIA-UHS plans to serve as a
working model for educational innovation and reform acting as a resource for other schools to follow.
The school plans to also model effective university-district
partnerships in 9-16 education and become a center for teacher training in music and secondary school academic subjects. CADIA-UHS plans to be Chartered and housed under the auspices of Berkeley Unified School District and situated near the University, Of California at Berkeley. Eventually, we plan campuses to be located near every campus in the AAADAC Campus affilated campuses:
consisting of the Universities Of California System-Wide-Stanford University-CAL TECH-USC-University Of Southern California & The Gemological Institute Of America. Campuses are being opened in mali, Senegal, Kenya, Uganda and DR Congo in partnership with local African University campuses and larger Internet Complexes for our CADIA INSTITUTES & ACADEMIES Virtual University Project.
CADIA – UHS 1/2/2011
WHAT DOES IT MEAN TO BE AN EDUCATED PERSON IN
THE 21ST CENTURY?
In the coming century, even more than in the present one, an educated person will be one who:
• Has completed college
• Possesses intellectual curiosity and a passion for life-long learning
• Has acquired sufficient grounding in academic disciplines to learn what is required
• Has engagement with the arts
• Is a responsible citizen and knows how to work with diverse cultures
College completion is increasingly important in the complex society of the 21st century. In college, students hone their ability and intellectual curiosity to continue learning throughout life.
CADIA-UHS is, therefore, a college preparatory high school. Important goals are to prepare students for admission to, success in, and graduation from the college of their choice.
High school is the appropriate stage in the K-16 educational process to learn thoroughly the basic ideas, theories, vocabulary, and facts of the disciplines that comprise the arts and humanities, social sciences, and natural sciences. Those who have grounding in the academic disciplines will be in a better position to understand and lead change.
An important goal of CADIA-UHS will be to develop literacy and intellectual curiosity in students, enabling them to become self-motivated, competent, and life-long learners.
Students will also learn to use technology appropriately.
Students will be part of CADIA-UHS for four short but extremely crucial years in a lifetime of learning. During the high school years, it is imperative that students practice habits that characterize educated people in any century: to think logically, read critically, write and speak clearly, solve problems creatively, organize time effectively, and make choices wisely. An important goal of the school is to help students develop habits that
will enable them to learn all their lives and to face unforeseen challenges.
In this century, students will have at their fingertips more technology, more information, and more choices about almost everything than ever before. Their education must provide
a context for that information, a way to separate the important from the non-important.
For the past 4,500 years, classical studies have provided the educational framework that has been partly responsible for the amazing progress of the West.
African-Egypto-Nubian, Arab-Muslim-Moorish Classical studies have also helped generations of students to become thoughtful, engaged, and responsible citizens.
In the last thirty years, the classical tradition has been almost completely abandoned, replaced by more "relevant" subjects. CADIA-UHS will introduce high school students to the classical tradition by requiring two years of Latin, a subject that is
unavailable in all but one high school in the two counties.
HOW DOES LEARNING BEST OCCUR?
CADIA-UHS bases its academic program on principles derived from cognitive science and school research as old as Socrates and as new as the work of Dr. Theodore Sizer and Dr. Lee Shulman, president of the Carnegie Foundation for the Advancement of
Teaching,.
The five principles that will guide the school are:
1) Learning best occurs when students have the opportunity to study with teachers who have what Dr. Lee Shulman has called "pedagogical content knowledge."
Such teachers are extremely knowledgeable and enthusiastic about their subject matter, and they know how to convey that knowledge in ways that engage students actively.
2) Learning best occurs when students take responsibility for their work - what Dr. Theodore Sizer and the Coalition of Essential Schools refer to as "student-as-worker."
Students will sign a contract stipulating that they agree to take responsibility for their work.
3) Learning best occurs when students have the opportunity to master academic subjects through a variety of approaches, including group and individualized instruction, distance learning, media-assisted learning, projects, field experience, cooperative learning, and community service. An extended school day for C
CADIA-UHS students, as well as a calendar that includes a fall term, a spring term, a January intensive studies term, and a
May/June intensive studies term, enables students to have learning experiences that are unavailable in most public high schools.
4) Learning best occurs in a school atmosphere of civility, trust, respect, cooperation, and intellectual curiosity. It is the responsibility of all members of the CADIA-UHS community to create and sustain this atmosphere that students repeatedly say is the strength of the school.
5) Learning best occurs when a school is small enough so that teachers can really get to know each student, and large enough to provide resources needed for a 21st century education. CADIA-UHS students have the security of a small cohort while benefiting
from the excellent library (including a music library recognized as one of the finest on the west coast); musical ensembles; planetarium; science, computer, and music laboratories;
and professorial expertise on the UC, and Stanford University campuses.
To facilitate students learning of the ESLRs and achieving our mission of preparing students for admission to, success in, and graduation from the college of their choice,
CADIA-UHS has created a required rigorous curriculum for all students, This curriculum has been designed to provide all students with a college preparatory course of study that
meets or exceeds the Universities Of California, Stanford, Cal Tech and California State Standards in all core subject areas. All students take university courses beginning in their
sophomore year. These courses include World History, Biology/Zoology 10, a modern Foreign Language and Geology, for which they receive dual (college and high school)
credit.
CADIA – UHS 1/2/2011
Students have the option of taking many university courses they are interested in, in addition to the regular course of study that includes 3 or 4 years of Math, 4 years of English, Science, Physical Education, Musicianship and a Performing Group, two years of Latin, three years of Social Science, and a number of unique electives during our Winter and Spring Special Sessions.
All CADIA-UHS students have access to University Of California & Staford Regular & UC Extention courses. CSU & Peralta Colleges such as Berkeley City, Merritt & Alameda Community Colleges
Fresno Tech Ed, as well as life skills and computer/Information Systems courses.
Multiple AP offerings include English Composition, English Literature, Calculus, Statistics, US History, Government and Music.
Students may take extra CSUF (California State University at Fresno) courses in the junior and senior year, and although it is not indicated below, they may forego a senior
year of math and take another academic course stead.
CADIA EDUCATIONAL PROGRAM
CADIA-UHS-MESSA is planned as a site-based charter school where all students attend a specified amount of minutes per day. CADIA-UHS plans to educate students who seek a rigorous, accelerated college preparatory curriculum with an added emphasis on music instruction and performance and / or sports.
The rich ethnic and racial diversity of Alameda and Contra Costa, Marin and Santa Clara Counties should be reflected in the
student population.
Music is the most abstract of the arts and also one of the most ancient. It speaks through barriers of time and language and custom. Music has a direct relationship with mathematics and is a gateway to the understanding of other cultures and other times.
Striving for excellence in musical performance teaches students discipline and commitment; performing music in groups teaches students to work cooperatively for a common goal; performing for an audience is a culminating experience that draws on all
of a student's personal resources.
Listening actively to music trains the memory, sharpens
the intellect, and enhances life. For these reasons, the study of music has been part of the definition of a good education since the ancient Greeks, and will remain so in the 21st
century. CADIA-UHS will connect the outstanding human and material resources of the music department at the University Of California at Berkeley and Stanford University to students who are not served or are underserved in high school music programs
throughout the region.
By serving students who are interested in serious study of music (performance, theory, and history), the school provides a new choice to underserved music students in the region. The school also provides opportunity for students who wish to accelerate their high school program to earn significant college credit while still in secondary school.
The program is designed to serve as a gateway to entry into the University of California's campuses, Stanford, Cal Tech, University of Southern Cal, National Hispanic University, the California State System's campuses, as well as, the California Community College
campuses.
Languages to be taught will be: (Modern Languages): French, German, Arabic, Amharic, Tigrinya, Swahili, and Ancient Languages: Ge'ez, Hebrew, Ancient Egyptian, Coptic,
Latin and Greek
The sports program is designed to be a world-class model. In collaboration with former Track & Field -100 Meters World Record Holders, Mr. Eddie Hart of the Eddie Hart All In One Foundation, Jim Hines of the Jim Hines Foundation, along with Mr. Kevin
Young-(Current World Record Holder for the 400 meter hurdles), it was determined that in light of the USA Track & Field Team's performance at the Beijing Olympics in August 2008, a renewed effort is required to recruit taller, stronger, leaner and eriousacademically inclined, student athletes into CADIA-UHS.
This new athletic program would produce world class athletes, geared toward academic, scientific success, achievement, community service and philanthropy.
Further, a state of
the art, music, arts, cultural-literary, Classical and modern languages and language arts, program complete with access to University Of California and Silicon Valley institutions
in Mathematics, Biology, Chemistry, Electronics, Geo Sciences, Computer Sciences- Telecommunications and Green Energy Systems, would complete our world class curriculum.
To be competitive and support competence in both, using technology and communications skills for today’s global citizenship requirements, a technology lab will be maintained for students. Enterprise and research internships will be arranged to
support learning adult enterprise skills. Opportunities to for students to purchase equipment are being sought.
Our MESSA After School Academy plans to facilitate the advanced academic preparation of 20,000 students at their home campuses, after school world wide via the internet. We are partnering with companies, non-profits and educational institutions around the world. The African headquarters of our program will be based at the Senator Barack Obama Middle School in Nyanza in the Republic of Kenya.
Public information meetings will be held periodically. A CADIA-UHS web page has been set up to inform parents and potential students about the school.
ENGLISH LANGUAGE STUDENTS
CADIA-UHS will meet all requirements of federal and state law to provide equal access to the curriculum for English language learners. Our goal is to develop high-quality instructional programs and services for English learners that allow them, within a reasonable amount of time, to achieve the same challenging grade level and graduation standards as native English-speaking students. Personalized attention and an individual
student learning plan aid in bringing English language learners to the expected achievement levels. CADIA-UHS uses tools, such as, the California English Language
Development Test (CELDT) to determine individual student level, and to assess student progress in acquiring English proficiency. Listening, speaking, reading, and writing skills are also assessed. Some English learners may require more than four years in order tobe able to meet CADIA-UHS graduation requirements.
SPECIAL EDUCATION STUDENTS CADIA-UHS will exist under the SELPA of BUSD. Berkeley Unified School District
(BUSD) will be categorized as a "public school" within BUSD in conformity with Education Code 47641b
CADIA-UHS recognizes its responsibility to enroll and assist students with disabilities who can benefit from its programs and who otherwise qualify for enrollment. Applicants
will be accepted if the goals and objectives delineated in the student's Individual Education Program (IEP) can be met, with appropriate aides and services, in the educational environment of CADIA-UHS.
CADIA-UHS is committed to providing the fullest inclusion and least restrictive environment that enables students with disabilities to participate in both the academic and community aspects of CADIA-UHS.
CADIA-UHS will adhere to all laws affecting individuals with exceptional needs, including all provisions of PL 94-142, the Individual with Disabilities in Education Improvement Act (IDEIA), Section 504 of the Rehabilitation Act, the Americans with
Disabilities Act, Office for Civil Rights mandates, and AB 602.
All students will be given equal access to the school regardless of disabilities, and CADIA-UHS will not discriminate against any student based on his/ her disabilities. All students with
disabilities will be accorded a Free, Appropriate Public Education.
CADIA-UHS also recognizes that this commitment may not fit the expectations of all parents of students with disabilities and that special education programs provided by FUSD may be more
appropriate for meeting the expectations of some parents and the needs of some students.
CADIA – UHS 1/2/2011
CADIA-UHS will provide appropriate services for the exceptional needs students according to the plan developed pursuant to Education Code Section 56710, and in compliance with the California Master plan for Special Education (Education Code Section 56000 et. seq.). For purposes of Special Education, CADIA-UHS has elected to be a public school within various School dustricts in the Northern California-Silicon Valley Region .
CADIA-UHS personnel, school administrator and other mandated IEP team members will attend staff development and/or training meetings as necessary to comply with IDEIA regulations and shall utilize appropriate SELPA forms.
A Memo of Understanding will exist to describe the arrangement between BUSD and CADIA-UHS regarding how Special Education
Services will be delivered and monitored. A MOU will include how CADIA-UHS will use the SST process to provide interventions for students and help identify potential special education students in the "Child First" process.
The MOU will also describe the funding agreement between BUSD and the charter for special education services.
INCREASED ACADEMIC AND MUSIC OPPORTUNITIES FOR
BERKELEY STUDENTS
Currently, the Berkeley area has fewer private schools than any other metropolitan area of comparable size in the nation. High schools in Oakland and Alameda County communities offer very limited numbers of Advanced Placement and music courses.
Only a handful of students in either county have the opportunity to study Latin or Classical Studies. As a public charter school, CADIA-UHS offers an excellent choice for highly motivated college-bound students who have a special interest in music and want to attend a small school.
MOTTO AND MASCOT ARE DESIGNED FOR INSPIRATION
CADIA-UHS' educational program is denoted in its motto and mascot. The motto of the school, written in Latin is "Ad Astra Per Aspera", which can be translated as either, "To the stars through our aspirations", or "Through our aspirations to the stars." The school mascot is the Ancient Egyptian Phoenix. It was chosen not only for its mythical connection as a bird that rises from the ashes and is continually reborn, but also because the spelling of the word is the same both singular and plural. This symbolizes the dual nature of our student body. They are individual students who also come together to form one school.
STUDENT BODY ACADEMIC METRICS
CADIA-UHS is aiming to place at minimum 500 graduates onto University Of California campuses, and another 500 of our students will gain entry to reputable US academic campuses, such as, Stanford University , University of Southern California, CAL TECH, University Of Chicago, M.I.T., Yale and Harvard University by 2012. We will also be aligned with the State of California Career Technical Education Program which support students who need to go to one of the California Community Colleges
before completing a 4 year academic program due to choice of career path.
This was we can serve thousands of on-line virtual High School-University students annually and meet our goal of 20,000 students by 2012. in the USa & Africa.
Via MERI and other Mathematical & Scientific institutions will will train our African & AMerican teacing & Professional staff.
DIVERSE STUDENT BODY
CADIA-UHS is non-sectarian in its programs, employment practices, and other operations and shall not charge tuition or set admission standards or grades based on race, color, national origin, sex, sexual orientation, disability or place of residence.
CADIA-UHS will actively recruit a diverse student body from middle schools throughout Alameda and Contra Costa, Santa Clara and Marin Counties, a region that currently sends less than 4% of its high school graduates to the University of California. Recruitment notices will be sent to religious congregations in Fresno and the surrounding counties and to local radio stations, newspapers.
Extra Curricular, Research & Development Preparatory Programs Currently Planned Travel abroad and exchange programs for international study in: Archeology, Egyptology, Nubianology, History, Anthropology, Middle Eastern and African Diplomacy, Public Policy Career Preparation and Development Programs.
The CADIA Institute for Basic Research in Science is dedicated to the encouragement of creative thought. We support research and investigation in the fields of science, social science, art, and their applications, in so far as, such research and investigation are
deemed by the CADIA's Advisory Board to offer promising approach to fundamental problems.
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